Eleventh International Conference on Higher Education Advances

The series of HEAd conferences receive submissions from more than 50 countries every year. We are pleased to announce the 11th International Conference on Higher Education Advances (HEAd’25). This conference is an excellent forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students, teaching/learning methodologies and the organization of educational systems

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/226304

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Mostrando 1 - 20 de 160

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What do students use AI tools for? Assessing students’ use of AI tools in three typical study related scenarios
(Editorial Universitat Politècnica de València, 2025-06-30) Prandner, Dimitri
[EN] In recent years, generative artificial intelligence (AI) has emerged as a powerful, but also highly controversial, tool in higher education. While there are in-depth debates about the ethics and regulation of the use of generative AI, discussions about the actual use cases for which students use AI are much more limited. This paper presents an empirical case study based on a survey (realised sample n=110; response rate: ~ 80%) at a medium-sized Austrian university. The analysis shows that about 20% will definitely use AI tools for writing term papers, about 30 to 35% will use AI for preparing exams and poster presentations. Alarmingly, in regression models, knowledge of AI had no statistically significant influence on whether students considered using AI or not - the decision is mostly influenced by one's enthusiasm for AI.
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Neuroanalytic and Summative Evaluation of Undergraduate Candidates: Criteria Based on Transversal Competencies
(Editorial Universitat Politècnica de València, 2025-06-30) Alonso-Valerdi, Luz María; Ibarra-Zarate, David I.
[EN] This study explores critical thinking as a key transversal competency, focusing on its neurocognitive processes through Electroencephalography (EEG) analysis during a critical thinking test. Conducted with 18 undergraduate students at Tecnologico de Monterrey, the research employed the Watson-Glaser Critical Thinking Appraisal II, a standardized test. EEG data were recorded using a 16-channel system, with signals pre-processed to extract Event-Related Potentials (ERPs). Results identified two main ERP components: N200 and P275, associated with Error-Related Negativity and Positivity, respectively. However, no statistically significant differences were found between correct and incorrect responses. The findings, while inconclusive regarding neural differences in response accuracy, highlight different ERP components when students response correctly or incorrectly. This research advances in neuroeducation, offering insights into the neurophysiological foundations of critical thinking and providing a basis for improving evaluation and development of transversal competencies in educational contexts.
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Applying Generative AI to Analyze Statements from Student Surveys
(Editorial Universitat Politècnica de València, 2025-06-30) Böttcher, Axel; Dünnebeil, Sebastian; Thurner, Veronika
[EN] Applications based on Generative Artificial Intelligence (GenAI) already permeate many areas of higher education. In this paper, we discuss using GenAI to assist staff in extracting information from qualitative data gathered by student surveys.Manually analysing surveys of large groups of students usually is a tedious task. In particular, categorising and evaluating open-ended questions can be very time consuming. As a means for effectively processing and analysing large amounts of student feedback, we experimented with using GenAI for this task. In this work, we describe a simple, inexpensive and easily adaptable setup for analysing student statements, and report on our experience with this approach. The goals are (1) to let GenAI assign each student statement to an adequate content category and to accurately determine its sentiment, and (2) to use GenAI to produce summaries of statements.We implemented our approach twice, using two different GenAI products, namely the commercial OpenAI API and a self-hosted Llama model. Comparing the results, we find that both are valuable in the process of evaluating students’ statements with respect to their sentiments and towards categorizing and summarizing them.
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Understanding Student Learning Behaviours in E-Learning: Insights from STEM and Social Science Modules
(Editorial Universitat Politècnica de València, 2025-06-30) Lai-Hoang, Le; Mai, Tai; Crane, Martin; Research Ireland Centre’s for Research Training in Artificial Intelligence
[EN] The concept of E-learning has gained popularity among universities and students in recent years as E-learning education platforms can record student learning behaviours in its many forms to recognise and analyse student learning styles. However, it is known that the challenges this brings in monitoring student engagement with course material can be considerable and variable between STEM (Science, Technology, Engineering, Math) and Social Sciences courses. This paper applies a graph-based community detection method that integrates the cumulative actions of a student with the Virtual Learning Environment (VLE), through a preprocessing technique, facilitating deeper analysis of student performance using the OULAD dataset. Our findings reveal that this method is trustworthy, and we show that it outperforms traditional classification and clustering methods and achieves superior accuracy in evaluating and predicting academic outcomes—encompassing both formative assignments and terminal assessments. Moreover, this method uncovers variations in learning styles among students in STEM and Social Sciences, indicating commonalities and diversity of the learning approach for the different types of classes, in the same E-learning system.
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Language Proficiency Evaluation in the Age of AI: The Resurgence of Oral Production Skill
(Editorial Universitat Politècnica de València, 2025-06-30) Pillet, Maud; Sonina, Snejina
[EN] This article documents the evolution of language assessment in university French courses from written-exam dominance to oral production-centered evaluation. Driven by action-based pedagogical approaches, COVID-19 adaptations, and AI translation challenges, the authors' institution eliminated final written exams across all language courses.The study presents the Theory-and-Practice (TaP) methodology for teaching French phonetics using the International Phonetic Alphabet, enabling beginners to master pronunciation systematically within one semester. Detailed evaluation rubrics are provided for beginner through advanced levels, demonstrating how oral assessments now represent 20-45% of final grades.Results show that oral production evaluation is AI-proof, efficiently tests multiple skills simultaneously, and is valued by students (90% recognize pronunciation's career importance). The authors advocate for broader implementation of oral examinations while acknowledging the need to address student anxiety and inclusiveness concerns.
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Students’ Motivation in Online Learning: A Trend Analysis
(Editorial Universitat Politècnica de València, 2025-06-30) Bornman, Marina; Soobramoney, Julia
[EN] This study aims to explore the trend in undergraduate tax students’ motivation to engage with learning activities in an online environment over a three-year period based on the ARCS model (Attention, Relevance, Confidence, Satisfaction) of motivation. The data was collected over a period of three years, 2020 – 2022, from undergraduate tax students. Principal component analysis was employed to extract the components that most likely measure each of the dimensions of the ARCS model and the mean values in each of the datasets are used to illustrate the trend in motivation and determine the dimension of motivation that appears to be the weakest. A thematic analysis was used to identify categories or factors of attention as a motivational domain from student responses. The results showed that attention was a problematic domain, with little improvement over the three years and the importance of stimulating curiosity and participation is highlighted.
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A Pilot Escape Room to Improve Database Knowledge Consolidation
(Editorial Universitat Politècnica de València, 2025-06-30) Catalán, Sandra; Carratalá-Sáez, Rocio; Castillo, Maria; Monzón, Iván; Tomás, Vicente
[EN] Gamification strategies have proven to be effective in increasing student engagement and improving learning outcomes. In this study, we present an escape room activity designed for a database course in the Computer Science degree at our university. It serves as an innovative approach to reinforce key concepts presented during the semester, while enjoying the challenges proposed. The concepts covered include connecting to database servers, developing SQL basic and advanced queries, and auditing. Additionally, the activity reinforces essential workplace competencies, such as teamwork and performing under pressure due to the game's countdown mechanism.To evaluate the activity's effectiveness, we conducted a survey analyzing the students' perceptions of it, its impact on their understanding of course topics, and its influence on transversal skills such as teamwork. The results provide insights into the pedagogical value of game-based learning in database education and its potential to enhance both conceptual knowledge and professional skills
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Interactive simulations with PhET as a design tool for engineering education: design of an energy integration network
(Editorial Universitat Politècnica de València, 2025-06-30) Alvarez, Alejandro; Webb, Carlos; Instituto Tecnológico y de Estudios Superiores de Monterrey
[EN] This work describes the use of interactive simulations as learning spaces for digital transformation of engineering education. Students carried out collaborative activities using Matlab-GUI (Graphical User Interface). An interactive simulation was prepared to design an energy integration network that minimizes the use of utilities in a chemical process. Students used the interactive tool to assess the effect of the minimum difference of temperature between the hot and cold streams on the cost of the proposed network and its economic viability. Motivation and academic performance were the variables analyzed in this study. Motivation was measured with the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring). Mann-Whitney technique was utilized to measure the differences between the students in the group under study and the control group. Results indicated that the interest of the students in the learning activity and their expectation for usefulness were statistically higher when interactive simulation tools were utilized.
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Design Principles for Generating Real-Time Explanations to Learners’ Questions in a Virtual Reality Learning Environment Using Natural Language Generation: Practice Based Lessons Learned from Creating Multiple Agents in Unreal Engine 5 using ConvAI
(Editorial Universitat Politècnica de València, 2025-06-30) Steynberg, Johanna; Van Biljon, Judy; Van der Merwe, Ronell
[EN] The effectiveness of a virtual reality learning environment (VRLE) can be enhanced through adaptive instruction where pedagogical agents adjust their instruction to the learner’s actions. Despite advances in natural language processing, the lack of natural communication of pedagogical agents in a VRLE is reducing its effectiveness. Furthermore, there is a lack of design principles for developing pedagogical agents that respond intelligently to learners and can converse naturally. This paper is part of a larger study that investigates the design principles for effective pedagogical agents in VRLEs that provide real-time explanations using natural language generation. It reports on the lessons learned while developing a pedagogical agent using Unreal Engine and ConvAI. Two key design principles were identified, namely the importance of multiple pedagogical agents with distinct roles and well-rounded personas. A pedagogical agent was developed, and initial tests show that the agent responded intelligently in an appropriate context.
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Remediation of Muddy Concepts in Chemical Pathology Enhances Medical Students’ Summative Performance
(Editorial Universitat Politècnica de València, 2025-06-30) Punchoo, Rivak; Jayakumar, Jaisubash; Van Wyk, Jacqueline; Not applicable
[EN] A pilot three-week Chemical Pathology (CP) remediation online programme targeted muddy concepts to support medical students preparing for supplementary examination. Online teaching tools incorporated discussion groups, short-narrated lectures, and quizzes. Student online programme engagement, and formative and summative performance (categorised by Bloom’s Taxonomy’s cognitive domain) were analysed by descriptive statistics. Results showed all students accessed online content and engaged with formative assessments. Test items examined factual and conceptual knowledge in CP, Clinical Sciences and Basic Sciences. Students’ pre-remediation formative assessment scores showed better performance on multiple-choice test questions which examined lower cognitive domains than short-answer questions embedded in case vignettes. Scores on the post-remediation summative performance identified higher total mean scores and pass rates across most CP topics; however, students still obtained lower scores on case vignettes items. Online remediation helps students engage effectively and improves overall pass rates but challenges their higher-order thinking in CP examined by clinical vignettes.
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Self-Stigma in Academic Help-Seeking: A Comparative Study of First-Generation and Continuing-Generation University Students
(Editorial Universitat Politècnica de València, 2025-06-30) Ng, Hilary
[EN] First-generation students (FGS) face unique challenges in their learning journey. Amongst, self-stigma around academic help-seeking is a significant psychological barrier. Students with high self-stigma view help-seeking as a sign of inadequacy, limiting them from accessing support when needed. This study examines differences in self-stigma in academic help-seeking between first-generation and continuing-generation students (CGS) in Hong Kong. Using an online questionnaire, this study collected data from 196 students (67.9% FGS). The results showed that compared to CGS, FGS reported significantly higher levels of self-stigma (p = .019, d = 0.36). The findings suggest that FGS may face more psychological challenges in their academic journey. Targeted interventions in reducing self-stigmas could encourage all students to utilize resources, and thus, provide equal opportunity for their academic success.
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Creating an Open-Source Ecosystem for Contextualized Learning in Software Engineering
(Editorial Universitat Politècnica de València, 2025-06-30) Chatley, Robert; Procaccini, Ivan; Bailey, Jason; Amin, Zaki; Fraca, Estibaliz
[EN] We present a contextualized learning approach to software engineering education. Within our Computer Science department, we develop and maintain our own bespoke software systems to support teaching and learning. All our source code is made open to contributions from students, following standard open-source software practices. This approach makes it possible to use our own code in lectures as real-world examples for the topics and principles we teach. It also enables students to participate directly in the evolution of the very software they use every day, both through occasional contributions and broader internship-like summer projects. These initiatives bridge the gap between theory and practice, allowing students to experience software evolution, maintenance, and collaboration firsthand in a meaningful context. Our experiences so far suggest that this model could serve as a blueprint for other institutions seeking to provide authentic, hands-on learning experiences in software engineering.
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Integrating Economics into the Classroom through Gamification and Problem-Based Learning
(Editorial Universitat Politècnica de València, 2025-06-30) Hernández-Chover, Vicent; Cebrián, Eduardo
[EN] The teaching of Political Economy faces challenges in integrating economic concepts and understanding collective decision-making, particularly for law and political science students. There is a gap between theory and practical application, as well as a disconnect between market dynamics and political decisions. To address these challenges, an educational innovation is proposed, incorporating dynamic methodologies, case studies, and technological tools. This approach aims to enhance the understanding of the economic impacts of government regulation and strengthen students' applied training from both economic and legal perspectives.
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Giving Nature a New Voice: Translating BioRia from Portuguese to German
(Editorial Universitat Politècnica de València, 2025-06-30) Herget, Katrin; Hendrich, Yvonne
[EN] As part of the 3rd year of the Bachelor’s Degree in Translation at the Department of Languages and Cultures of the University of Aveiro, a collaborative translation project was conducted during the second semester of the 2022/23 academic year with students from the Portuguese-German Translation course at the University of Mainz, Germany. This project aimed to deepen intercultural dialogue between Portuguese and German students while equipping undergraduate students from both universities with essential academic and professional skills. The project focused on BioRia, a nature conservation and biodiversity initiative in the Aveiro district. Since 2005, BioRia has transformed environmentally degraded areas into a network of walking and cycling trails, offering direct contact with nature. Given the ecological significance of the Ria de Aveiro and the lack of German-language information on the official website, the team proposed a collaboration with Estarreja’s City Council to translate a tourism brochure into German. This effort aimed to enhance the visibility of the BioRia project for German speaking audiences. This study describes and analyzes the translation project, highlighting the challenges of translating ecotourism materials and the project-based work methodology. The bilingual brochure's publication was financially supported by the Center for Languages, Literatures, and Cultures (CLLC) at the University of Aveiro and the German Academic Exchange Service (DAAD).
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My idea of Sustainability: Outlines from an Experiment with Students at the University of Trento (Italy)
(Editorial Universitat Politècnica de València, 2025-06-30) Cantiani, Maria
[EN] Sustainability is still an elusive and fluid concept which requires to be better defined and explained in its key dimensions. In this regard, the role of higher education is of crucial importance today. A critical prerequisite when trying to integrate sustainability-related topics into university courses is to understand students' opinions and needs in this regard. The paper illustrates an experiment conducted with students of the bachelor’s degree in environmental engineering at the University of Trento. Based on her own teaching experiences and on the activity within a university working group on sustainability, the author makes some considerations on the challenging task of designing an interdepartmental course on sustainability at the University of Trento
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AI-proof Active Assessment and Future Skills Training with NoCode-Edu Escape Rooms
(Editorial Universitat Politècnica de València, 2025-06-30) Geissler, Svenja
[EN] This study explores the implementation of Educational Escape Rooms (EERs) as a robust assessment format in higher education, particularly in the context of artificial intelligence (AI). EERs, integrated within challenge-based learning frameworks, foster both subject-specific and transversal competencies. The study highlights the dual role of EERs in enhancing knowledge acquisition and future skills development, despite the presence of AI tools. Through practical engagement in creating EERs, students demonstrated significant improvements in subject-specific knowledge, critical thinking, and AI literacy. The necessity of independent content creation, beyond AI-generated assistance, emphasizes the importance of autonomous problem-solving. Moreover, the collaborative nature of EER development strengthened project management and teamwork skills. Overall, the findings suggest that EERs effectively prepare students for an AI-driven future by balancing AI utilization with the cultivation of essential cognitive skills.
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The European university alliances challenges and acceleration services solutions
(Editorial Universitat Politècnica de València, 2025-06-30) Haji Mohammadali, Farnaz; Alcober, Jesus; Gomez, Alba; Rubio, Juan; Arcas, Toni; European Commission
[EN] University alliances promoting collaboration and addressing complex challenges in higher education. However, these alliances face several obstacles that must be understood and addressed to maximize their effectiveness. This paper aims to explore existing research on the challenges encountered in university alliances. The review identifies key themes and provides insights into strategies that can help overcome these challenges. By understanding the challenges and potential solutions, universities and policymakers can enhance the effectiveness of alliances and foster fruitful collaborations. As a result, we discuss how all these challenges have an effect on the sustainability of their partnerships and how projects such as aUPaEU can overcome some of these challenges.
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ChatGPT’s role in Higher Education: Functional capabilities, and their impact on student satisfaction
(Editorial Universitat Politècnica de València, 2025-06-30) Colombari, Ruggero; Marimon, Frederic; Mas-Machuca, Marta
[EN] This study investigates how ChatGPT is perceived and utilized by university students who use it for academic writing, summarizing and brainstorming. It examines what drives satisfaction beyond usage frequency and ease of use, focusing on three core functional capabilities: quality of information, learning facilitation, and human language interaction. Structural modeling techniques applied to survey data reveal that student satisfaction is shaped by how these capabilities are experienced, along with perceptions of clarity and usability. The results highlight that educational impact depends not only on access to technology but also on how well AI tools align with students’ academic needs and expectations. The study concludes with practical recommendations for educators and institutions seeking to integrate generative AI effectively in higher education.
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Revisiting the Graduate Capital Scale: A Cross-Cultural Examination for China's Undergraduate Vocational Graduates' Employability
(Editorial Universitat Politècnica de València, 2025-06-30) Li, Jia; Wright, Ewan
[EN] This study examines the employability of undergraduate vocational graduates in China through the lens of Tomlinson’s Graduate Capital Model (2017). Amidst shifting economic conditions and rising youth employment challenges, higher vocational education has gained prominence as a potential means to facilitate the education-to-work transition. This research adapts and validates the Graduate Capital Scale for China’s undergraduate vocational education, employing a content validation process with expert panels. Findings indicate the necessity of contextual adjustments to employability frameworks, reinforcing the model’s applicability beyond Western contexts. The validated instrument provides a foundation for self-assessment and career development among vocational graduates. By integrating cultural and economic specificities, this study offers insights into employability measures in diverse educational settings, informing policy and institutional strategies to enhance graduates’ labour market readiness.
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Do you know the Frankenbite? Media Literacy on the power of story and editing
(Editorial Universitat Politècnica de València, 2025-06-30) Becker, Manfred; York University, Social Sciences and Humanties Research Council Canada
[EN] Over the last decade, the hybridization of information and entertainment into infotainment in legacy and social media, plus technical innovations from Deep Fakes to AI, have escalated the challenge of upholding ethical principles in media creation. Our media literacy curriculum for High school students addresses the prevalence of fictional storytelling in fact-based media. Our goal is to guide students as media consumers to understand and explore the ways in which picture editors alter facts to favour story, and to decipher fact from fiction in audiovisual media. However, the responses and feedback we received after two trial years revealed a disturbing general mistrust of students in all media, questioning of any empirical facts and established science. This article explores this fundamental epistemic dilemma in teaching media literacy, leading to a crisis in society. We are experiencing a shift in the media landscape as dramatic as the transition from oral to written storytelling.

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